CADCAM in Education and Training: Proceedings of the CAD ED 83 Conference PDF
Preview CADCAM in Education and Training: Proceedings of the CAD ED 83 Conference
CADCAM IN EDUCATION AND TRAINING Proceedings of the CAD ED 83 Conference CADC AM IN EDUCATION AND TRAINING Proceedings of the CAD ED 83 Conference Edited by Dr Paul Arthur & Kogan Page First published in 1984 by Kogan Page Ltd 120 Penton ville Road, London N 1 Copyright © The CADCAM Association 1984 All rights reserved British Library Cataloguing in Publication Data CADCAM in education and training 1. Design, Industrial-Data processing 2. Manufacturing processes-Data processing 3. CAD/CAM systems 1. Arthur, Paul 19- 650.2'028' 54 TS171.4 ISBN-13 :978-0-850-38799-5 e-ISBN-13 :978-1-4684-8506-6 DOl: I 0.1 007/978-1-4684-8506-6 Photosetting bv Typesetters (Birmingham) Ltd., Smethwick, Warley, West Midlands Contents Part 1 9 1. Welcoming address 11 H H Roserzbrock 2. Integration and implementation of computer-aided engineering (CAE) - the strategy for innovative product design in the 1980s 13 M A Neads 3. Getting the CADCAM tool working 19 P F Arthur 4. Encouraging new technology links between industrial and teaching institutions: Aston Science Park 26 K Foster Part 2: Ergonomics 39 5. Education for human-centred systems 41 MJ E Cooley 6. CAD and the human operator 48 E C Kingsley Part .3: Training - general 57 7. The training needs of CADCAM 59 N Spoonley 8. New directions in training 62 P GRaymont 9. Skills and knowledge requirements for CADCAM 72 S A Abbas and A Coultas 10. The teaching of CAD - a review of the proceedings of a conference held at Newcastle upon Tyne Polytechnic, April 1982 79 R Schofield, D F Sheldon and F Weeks 11. The integration of a commercial CAD package in the teaching of CAE on an undergraduate course 86 D J Pollard and C Douthwaite Part 4: Training - curriculum and training equipment 99 12. The development of micro-based procedure for the teaching of three-dimensional geometric design 101 A J Medland and S J Crouch 13. A comprehensive approach for CAD ED curriculum elaboration 115 T DavId 14. New technology-based training and its role in CADCAM 128 R Martin 15. A review of computer graphics equipment for engineering applications 135 H Rippiner 16. Educational software for CAD teaching 150 I C Wright 17. Implementing graphics in design, process and manufacturing industries 158 P Damel and A Pinning ton 18. PELICAM: An interactive educational software for training students to the finite element method 163 M Blanc, C Coffignal and G lshiomin 19. Computer-aided design for design and craft students 170 J H Frazer Part 5: Training - the introduction of CADCAM into particular disciplines 181 20. Training requirements for architects: a view from an experienced user 183 SF Race 21. Education and training in computer-aided building design 190 A H Bridges 22. Introducing CAD into the design office 200 M R Prince 23. Training and learning during the introduction of an interactive computer-aided building design system into government design offices 208 B G J Thompson 24. Implications of CADCAM for training in the engineering industry 222 P Senker and E Arnold 25. A practical approach to the training of engineers 230 DC Smith 26. Educating engineering designers: the introduction of desktop computers and software to the design environment 236 C MJakeman 27. Computer-aided design for chemical engineers 245 F P Stainthorp 28. A practical approach to training in the use of an integrated plant modelling system 256 DJ Appleton 29. Computer-aided design and development planning 263 M Bouyat, B Chocat and S Thibault 30. A case history of introducing CAD into a large aerospace company 273 C WAllen Part 6: Training course experience 283 31. Teaching CAD for electronics at the Norwegian Institute of Technology - present status and future trends 285 EJAas 32. Post-professional education in computers in architecture at the University of Sydney 293 J S Cera and A D Radford 33. CAD in the Cambridge Engineering Tripos 1977 - 82 302 A L Johnson and R B Moms 34. CAD in structural engineering at UMIST 311 D M Bratton, M A Millar and A J Bell 35. CAD - the first year 320 R Metcalfe and M E Preston 36. Six years of teaching computer-aided design at the University of Stellenbosch 333 H T Hams 37. CADCAM education at Cranfield Institute of Technology 341 MJ Pratt 38. Teaching computer graphics to mechanical engineers in Britain and the United States 354 P Cooley 39. The teaching of CAE in a polytechnic engineering department - Huddersfield experience 360 T Hargreaves 40. Teaching CAD and CAM 368 G Cockerham 41. A practical approach to CADCAM training 378 H Holland 42. Promoting industrial awareness of CADCAM 383 M W Looney Part 7: International experience 395 43. International implementation of a CAAD project in schools of architecture 397 T W Maver and R Schijf 44. A cost-effective two-way computer-aided tertiary education network for industrially developing countries 407 J P Paddock and I Harding-Barlow 45. Education and training for CAD - a comparative study of 415 requirements for developing and developed nations E A Wannan and K Kautto-Koivula 46. Chairman's concluding remarks 427 A I Llewelyn Part 1: Introducing CADCAM Editor's note: All contributing authors were requested to supply figures of a quality suitable for reproduction - many failed to do so, and in such cases the figures have been omitted. Readers wishing to view any of these missing figures should approach either the author or the CADCAM Association who will be happy to supply photocopies. 1. Welcoming address H H Rosenbrock The first thing I would like to do is of course welcome you to UMIST. It is a very great pleasure to be host here to this meeting. The subject is one in which UMIST has had an interest for many years and it is a subject which is at present only at the very beginnings of its development. What we have seen so far, I believe, is comparable to the development of the motor car up to say 1900, and the developments which are going to take place are going to have a very great impact. Technological institutions like UMIST feel that they need to be deeply involved in this kind of activity, so welcome to UMIST and I hope that your conference will prove an interesting, profitable and enjoyable one for all of you. My own interest in CAD goes back to the 1960s when it was very young. The first contact I had was in 1963 -4 when I happened to spend a year at MIT when the sketch pad programme was just terminating. ~1y own technical work was in a very specialized area of CAD, that is to say the computer-aided design of control systems. We didn't realize· it at the time but looking back on it, it was somewhat different in its development from the major development which has taken place over the last five years or so in the wider application of CAD to engineering design. We were concerned with designing control systems of the abstract things: they don't give rise by themselves to graphical output pictures and the problem was to develop a theory which gave rise to the pictures, and that's where a lot of the work went. Then of course there were all the problems of the role which the user should be given in the system. My own particular interest in the social effects stemmed from the strong feeling that I got at that time, that in giving to the user the vital role in the design process we were very much swimming against a stream which tried hard to eliminate the user, to eliminate the designer, and reduce his role to specifying what was required. The properties of the system, the constraints, the objective function, would then be put into a big computer off-line which would churn away and come out with an answer, the principle being here that the designer said what was needed and the computer came back and said if that's what you need this is how you solve your problem. Well, first of all, it's not a good way of solving engineering problems, as all of you no doubt realize. You look at the answer and say, 'That's not what I want to do'. So you then have to go back and try to re-specify the problems and the answer comes out a bit nearer to what you want. The only rational way of approaching that situation is to say that we don't really know at the beginning what is needed and we have to learn by trying to solve the problem. Defining the problem is a large part of the problem itself, and one has a good definition of the problem only at the time that it is solved. There is an essential part for the designer to play in interaction with a system which aids him, clarifies his thinking, works out for him the consequences of the decisions he makes. I think one has to recognize that in saying that, one is going counter to a very deeply held scientific attitude which holds that to rely on human skill at the time the job is done is somehow unscientific and not technologically respectable. From that, my particular interest in the social effects stemmed. Now you have a talk by Mike Cooley, which I think will certainly bear on this kind of problem. All I would like to say to you is this, in
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